Though there exists considerable literature exploring the connections between mathematics education and democratic society, much of this literature is theoretical about what could or should occur. This situation has led some researchers to call for the development of empirical research regarding democratic practices in the mathematics classroom. This paper attempts to advance quantitative empirical research in this area by presenting a questionnaire that examines students' perceptions of four democratic factors: freedom, engagement, equality and justice. The proposed questionnaire is factorable and explains 58.72% of the variance of a more general democracy score. The questionnaire was distributed to 398 ninth grade students, and the data collected was analyzed by computing a one sample t-test to assess participants' scores in relation to the four democratic factors. The results indicated scores are 'less than the good'.

Conference Title

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education

Conference Country

Palestine

Conference Date

Feb. 6, 2019 - Feb. 10, 2019

Conference Sponsor

https://cerme11.org/